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TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS TATAIAKO: - CULTURAL COMPETENCIES FOR TEACHERS OF MAORI LEARNERS Tätaiako: Cultural Competencies for Teachers of Mäori Learners is about teachers’ relationships and engagement with Mäori learners and with their whänau and iwi. Designed for teachers in early childhood education (ECE) services and in primary and secondary schools, it will support your work to personalise learning for and with Mäori learners, to ensure they enjoy education success as Mäori. Ka Hikitia – Managing for Success, the Government’s strategy for Mäori achieving education success as Mäori, emphasises the importance of the teacher-learner relationship: 4 - Evidence shows that high-quality teaching is the most important influence the education system can have on high-quality outcomes for students with diverse learning needs. Evidence also shows that effective teaching and learning depends on the relationship between teachers and students and students’ active engagement. 1 Ka Hikitia also stresses the importance of identity, language and culture – teachers knowing where their students come from, and building on what students bring with them; and on productive partnerships among teachers, Mäori learners, whänau, and iwi. Parents and whänau play a critical role in supporting their children’s learning right from the start. Evidence shows that learning outcomes are enhanced when parental involvement in school is sustained and focused on learning activities. Identity, language and culture count – knowing where students come from and building on what students bring with them. Productive Partnerships – Mäori students, whänau and educators sharing knowledge and expertise with each other to produce better outcomes2 . These principles form the basis of Tätaiako. The competencies are about knowing, respecting, and working with Mäori learners and their whänau and iwi so their worldview, aspirations, and knowledge are an integral part of teaching and learning, and of the culture of the school or ECE service. The competencies Each competency describes related behaviours for teachers at different stages of their teaching career, and what the results could look like for learners and their whänau. Teachers will need to ensure they have the competencies of all stages up to their current level. The behavioural indicators listed are not exhaustive and can be developed 1 Ka Hikitia – Managing for Success: The Mäori Education Strategy 2008 – 2012. http://www.minedu.govt.nz/theMinistry/PolicyAndStrategy/KaHikitia.aspx 2 Ibid. further by schools/ECE services together with iwi to include expectations relevant to the local context. The competencies are: ■ Wänanga: participating with learners and communities in robust dialogue for the benefit of Mäori learners’ achievement. ■ Whanaungatanga: actively engaging in respectful working relationships with Mäori learners, parents and whänau, hapü, iwi and the Mäori community. ■ Manaakitanga: showing integrity, sincerity and respect towards Mäori beliefs, language and culture. ■ Tangata Whenuatanga: affirming Mäori learners as Mäori. Providing contexts for learning where the language, identity and culture of Mäori learners and their whänau is affirmed. ■ Ako: taking responsibility for their own learning and that of Mäori learners. While the competencies are not formal standards or criteria, they are linked to the Graduating Teacher Standards and Registered Teacher Criteria developed by the New Zealand Teachers Council. Cultural locatedness Cultural locatedness refers to the focus of the competencies at different stages of a teaching career. For people entering initial teacher education, and for graduating teachers, the focus is märama: developing an understanding of one’s own identity, language and culture; developing an understanding of the relevance of culture in New Zealand education; and developing an understanding of and openness to Mäori knowledge and expertise. For registered teachers, the focus is möhio: knowing how to validate and affirm Mäori and iwi culture, and applying that knowledge. For school and ECE service leaders, the focus is mätau: being able to lead and engage others in validating and affirming Mäori and iwi culture. Using the competencies Tätaiako is an important resource for teachers, boards of trustees, educational leaders, and providers of professional learning development and initial teacher education. The Teachers Council has produced guidance for schools and early childhood centres on using the competencies. You’ll find it at www.teacherscouncil.govt.nz. For an online version of this booklet, visit www.minedu.govt.nz/tataiako.
- TATAIAKO COMPETENCIES Wänanga Communication, problem solving, innovation Manaakitanga Values – integrity, trust, sincerity, equity Ako Practice in the classroom and beyond Mäori learners achieving education success as Mäori TÄTAIAKO: CULTURAL COMPETENCIES FOR TEACHERS OF MÄORI LEARNERS Whanaungatanga Relationships (students, school-wide, community) with high expectations Tangata Whenuatanga Place-based, socio-cultural awareness and knowledge 5
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